November 1965 9

How To Write A Task Analysis

The First Step in Preparing Effective Training M a t e r i a l

E D W A R D C. D E A N and R O B E R T A. J U D

What is a Task Analysis? For our purposes, a task analysis is a

A task analysis is many things to specialized method for writing up a
many people—because it is encountered procedural job as a basis for preparing
under several different guises. instructional materials. Our viewpoint
The methods analyst who starts a is limited to that of the trainer or edu-
work simplification project does so by cator who analyzes the basic steps of
reducing each job he studies into very any job so that he can successfully teach
small tasks which he later measures and it to somebody else. In this sense,
plots on a chart. H e quite rightly calls then, task analysis has particular rele-
this phase of his work "task analysis." vance for these kinds of people:
The computer programmer who wants
• For the Programmer who writes
to convert a clerical function into an
programmed instruction, it is the
electronic routine begins with a similar
first and critical step before the
exercise and calls it by the same name.
program itself is actually con-
The work meansurement analyst ex-
structed or written.
amines the tiny elements which compose
a given job—and he also says he is per- • For the Instructor, it is a systematic
forming a "task analysis." way of preparing an outline for a
Since the expression "task analysis" classroom course of lectures and
covers such a wide array of different demonstrations.
(though admittedly similar) processes, • For the Writer of training manuals,
we should define at the outset what it carefully structures the procedures
we mean by the term. he intends to describe.

E D W A R D C. D E A N is in charge of personnel research at Bankers Trust. From

1962 to 1964 he directed the preparation of programed instruction materials at the
bank. He had three years' prior experience as a methods analyst and teacher, and is
a graduate of Princeton University.
R O B E R T A. J U D has been a training analyst at Bankers Trust in New York since
1964. He is now responsible for the bank's programed instruction activities. He had
prior experience as a methods analyst for several years. He holds undergraduate de-
grees from Villanova and Georgetown Universities

This material Copyright © 1964 by Bankers Trust Company. All rights reserved. Reproduced
here by permission.
10 T r a i n i n g Directors

Our heavy use of the word "pro- tions worth hundreds or thousands of
cedures" is not an accident or a lapse dollars.
into redundancy. The sort of task analy- A second reason for preparing a task
sis we are describing here obviously analysis is that it forces the writer to
lends itself to jobs which are in fact analyze the subject matter logically and
"procedural"—that is, they can be readily to write it up in language a trainee can
expressed in terms of tasks or steps. It understand. Thus the problems of ana-
does not lend itself easily to a descrip- lyzing and clearly expressing the in-
tion of jobs whose content is largely a formation are largely solved by the time
matter of judgments and concepts. Thus, the trainee actually begins to prepare
the task analysis would be a more ap- his training program, and he can con-
propriate choice for describing a bank centrate on finding the technique which
teller's job than it would be for describ- will put his material across most ef-
ing a public relations officer's job—be- fectively. This is true whether he is
cause the bank teller's job contains far writing a training manual, preparing
more cut-and-dried procedures. lectures, or programming the material.
One final word before you read the Very few trainers can analyze their
rest of this article: The following pages material, express it clearly, and present
describe one way to write a task analysis.
it effectively if they try to do all three
Others who prepare the same kind of
things at once. But all three are essen-
analysis may well find that techniques
tial. A task analysis is an orderly way
other than those presented here are
of splitting the training job into two
equally useful. W e recommend the
phases and tackling each phase separate-
methods presented here because they
are simple, because they have been ly. It greatly increases the chances that
thoroughly tested, and because they each will be done better.
work well.
Differences from a
Why Write a Task Analysis? Conventional Job Writeup
There are two important reasons for T h e main difference between a task
writing a task analysis: First, the writer analysis and other job writeups is that
prepares an analysis so that subject mat- the task analysis is much more detailed.
ter experts can review a written state- It should be so detailed that a trainee
ment of what the writer thinks the job who has never seen the procedure per-
is. If the writer has any misconceptions, formed and knows nothing about it can
or has left out important material, the read the analysis and perform the job
errors are identified at once before the correctly without any additional help,
construction of the actual training pro- in much the same way that you should
gram is begun. Clearly, it is cheaper be able to use a new appliance correctly
and easier to change a few incorrect simply by reading the directions and
pages in the task analysis than it is to following them. In fact, if the writer
redesign an entire hour of classroom in- has serious doubts that his analysis is
struction based on those pages, or to complete, he can test the analysis by
scrap an hour of programmed instruc- following this procedure exactly:
 November 1965 11

1. Give the analysis to a trainee who explains one systematic and tested ap-
knows nothing about the procedure. proach.
2. Put him in the job situation. Ask
him to read the analysis and do the
Ingredients of Task Analysis
job. Once you decide to write a task analy-
3. Do not give him any instructions sis for a specific job, you should have
other than those contained in the certain things<T>established at the outset:
analysis until he has already made Personnel. T h e classic formula is to
i an error or omitted steps. W h e n the involve two men in a task analysis: (a)
trainee omits a step or performs it a so-called "Subject-Matter Expert"—the
improperly, assume that you made man who thoroughly understands the
j the error in writing the analysis, not elements of the job under study; and
! that the trainee made the error in (b) the Analyst—the man who knows the
readingO or followingD the instructions. procedures for writing a task analysis.
I Mark the error for revision; then tell Under such a set-up, the subject-matter
the trainee what your error was so specialist spends several weeks in de-
that he can continue through the scribing job procedures to the analyst
j analysis. who then, in turn, writes the task analy-
sis.
Writing a task analysis which tells
Whereas it takes several weeks for an
' the trainee exactly how to perform each expert to describe a job to an analyst,
! step is a challenge. If you doubt it, just it may take only two or three days for
j think back for a moment to the time an analyst to teach a subject-matter ex-
j when you attempted to assemble a pert to do a task analysis for a job he
I child's tricycle on Christmas Eve by already knows so well. It makes the best
: simply reading the instructions which kind of sense, therefore, to reduce the
: came with it. Most likely you per- two people traditionally necessary for a
formed the procedure improperly be- task analysis to one. In effect, the sub-
cause you were stumped by ambiguous ject-matter expert and the task analyst
instructions or you were baffled by tech- become the same person.
nical terms. Mechanical engineers have Ordinarily, an analyst will spend a
1
been known to quail at the prospect of full day teaching the expert the elements
joining "sprocket X to widget Y." Yet, of a good analysis. H e will follow this
directions for assembling children's toys with one or more sessions during which
I usually cover a procedure much shorter the beginner's early efforts are critically
• and simpler than those you will write— reviewed. Once the expert is trained,
for example, the series of steps a bank the analyst need spend only an hour or
^ teller must perform to receive and ac- so a dav reviewingOand editingOthe ex-
1
cept a mixed deposit. Writing a task pert's write-up (for as many days as it
i analysis of uniformly high quality cov- appears worthwhile to do so). Mean-
ering a whole job can be a tall order. while, the analyst's efforts are directed
Fortunately, there are a number of to other work.
clear-cut practices to iollow in writing Materials. It is a good idea to write
the analysis. This article presents and up each procedural step on a separate

j
12 T r a i n i n g Directors

card. These cards provide needed flexi- seen a phone, or seen a picture of a
bility because the subject-matter expert phone. The soldier is, nonetheless, a
commonly leaves steps out, or describes man of average intelligence. H e is as-
them in a poorly-chosen order. If each signed to a guard post, and every hour
step is written on a separate card, steps must phone headquarters and report.
can easily be moved, changed, or dis- The analysis, then, describes the pro-
carded, and forgotten steps can be in- cedures for using a phone. T h e phone
serted at any point with minimum dif- is exactly like the ordinary home phone,
ficulty. These changes occur frequent- with this difference—headquarters num-
ly during the analysis, so the use of ber (which the soldier will call) is
cards is strongly recommended. printed on the paper disc in the center
Example Of Hew To Write The of the dial on the soldier's phone. It
Task Analysis. After the personnel are is a small convention introduced to keep
selected and materials are at hand, the this sample exercise within a manage-
writing of the analysis can begin. All able "sample'' size.
of the principles to be followed in writ- Although this example may appear
ing the analysis are illustrated in the whimsical, it has several advantages.
examples contained in the next few The reader knows the procedure, so he
pages. W e suggest that you read it can concentrate on the structure of the
carefully, since it will be referred to analysis rather than the subject matter.
frequently in the discussion of princi- Equally important, the example illus-
ples. trates the level of detail necessary to
This sample task analysis has been describe a familiar procedure to some-
used in instructing almost all the one who does not know it. If you ac-
trainees the writers have developed. It tually intend to write task analyses, vou
has come to be known familiarly as might trv writing up the procedural
"The Case of the I lillbilly Corporal" description for using the phone your-
because it is written for an imaginary self before reading the following ex-
soldier who has never used a phone, ample.

H O W T O PHONE IN YOUR REPORT

1. Every hour on the hour, go to the P H O N E (black instrument sitting by itself in the
middle of your desk).

2. Next, pick up the R E C E I V E R (C-shaped piece on top of the phone, eight inches long)
and position it so that the circular part of the receiver with many little holes close to the
cord is in front of your mouth, and the circular part of the receiver with few holes is
against your ear.

3. If you hear a D I A L T O N E (steady buzzing sound), find the T E L E P H O N E N U M B E R

Y O U ARE T O C A L L (seven letters a n d / o r digits printed on the white disc of paper
about one inch wide on the p h o n e ) .
3A. If you do not hear a D I A L T O N E (steady buzzing s o u n d ) , H A N G UP
(replace the receiver on the phone as you f o u n d i t ) . Repeat the procedure,
beginning with Step 1, in five minutes.
 November 1965 13

4. Next find, among the white letters and digits printed on the plastic, and encircling the
disc with the T E L E P H O N E N U M B E R , the particular white letter or digit which
matches the first letter or digit of the T E L E P H O N E N U M B E R . Insert a finger in the
half-inch hole on the D I A L (black ring containing ten half-inch holes) which is closest
to this particular white letter digit.

5. Next turn the D I A L clockwise until your finger is stopped by a small silver bar.

6. Next pull your finger out of the D I A L .

7. Repeat steps 4-6 for each of the remaining letters or digits of the T E L E P H O N E
N U M B E R , taking the letters or digits of the T E L E P H O N E N U M B E R in consecutive
order from left to right.

8. Next listen for a ringing sound followed by a voice, a ringing sound lasting for two
minutes, a buzzing sound, some other sound, or no sound. If you hear a ringing sound
followed by a voice, make your report: "Post 6 reports"
8A. If you hear a ringing sound for over two minutes, b u t no voice, H A N G U P .
Repeat the procedure beginning with step 1, in five minutes.
END
8B. If you hear a B U S Y S I G N A L (rapid buzzing s o u n d ) , H A N G U P immedi-
ately. Repeat the procedure, beginning with step 1, in two minutes.
END
8C. If you hear some other sound, or no sound, H A N G U P immediately. Repeat
the procedure immediately, beginning with step 1.
END

9. After headquarters has answered "Roger, Post 6. Over and out", H A N G U P . Repeat
i the procedure in one hour.
j —

Notice, in this example, that we used Examples

the following steps:
The response tells the trainee what
Write Each Step on a Card to do—pick up the phone. T h e stimulus
Each card should contain two ele- tells him the conditions under which he
ments—a stimulus and a response. makes the response—when the phone

STIMULUS: When the phone rings,

RESPONSE: pick up the phone.

STIMULUS: If you hear a BUSY SIGNAL

(rapid buzzing sound),

RESPONSE: hang up immediately.

14 T r a i n i n g Directors

rings. It is not enough that he know Every Card Must Contain A Stimu-
only that the ringing of the phone is lus And A Response.. Frequently, the
an important signal, or that picking up stimulus for making response 3 in a
the phone is a mastery response. Both procedure is "having made response 2."
are essential. For example:

Stimulus Response
Step 5 — Having enclosed letter, seal envelope.
Step 6 — Having sealed envelope, lick stamp.
Step 7 — Having licked stamp. place stamp on envelope in upper
right-hand corner.

In all three steps above, the stimulus write up if the word "next" is substi- I
is "having performed the last step." tuted for a laborious description of the !
Such steps are much less tedious to stimulus. Example

Stimulus Response
Step 1 — Next seal the envelope.
Step 2 — Next lick the stamp.
Step 3 — Next place the stamp on the upper right-
hand corner of the envelope.

Use Imperative Years 1. W h e n his finger reaches the stop,

The response portion of the card he should pull it out of the hole, or
should always begin with an imperative 2. W h e n his finger reaches the stop,
verb telling the reader to do something. the telephone will release the dial,
The "Wrong" sentence fails to tell which comes off the phone, or
the trainee whether: 3. W h e n his finger reaches the stop,

RIGHT

8. Next, turn the DIAL

clockwise until your
finger is stopped by
a small silver bar.
VWRONG
9. Next, pull your NeiJNs^the D]
finger out of the shouldo^eleased,
DIAL.
 November 1965 15

the telephone should release the dial tence carries, and the analysis is being
(with the implication that if it written at the trainee's level, not at the
doesn't, the phone is broken). expert's.
Of course the sentence is not vague The Response Element In Every Card
to the expert, for he knows what it Should Begin With An Imperative Verb
means. However, the trainee will not Telling The Trainee What To Do. To
' know which of these meanings the sen- sum up the point:

Don't tell the trainee about the state the switch will always he turned oft.
of the world— the switch should he turned off.
the switch ought to he turned off.
Instead, tell the trainee what to DO— TURN OFF the switch.

> Explain Technical Terms of cards below convey the same in-
Technical terms commonly used by formation, and there is no reason for
subject-matter experts should be in- insisting on one set rather than another.
j eluded in the write-up and defined. Version 1
t Example 5. Next find, among the white letters
y 3A. If you do not hear a DIAL T O N E and digits printed on the plastic,
(steady buzzing sound), H A N G and encircling the disc containing
U P (replace the receiver on the the T E L E P H O N E N U M B E R , the
phone as you found it). particular white letter or digit
The terms are included so that the which matches the first letter or
writer will be sensitive to the need to digit of the telephone number.
| teach them. T h e definitions are in- 5A. Next, insert a finger in the half-
' eluded to be sure that writer, subject- inch hole on the DIAL (black ring
j matter expert, and trainee all have an containing ten half-inch holes)
agreed-upon understanding of what the which is closest to this particular
j terms mean. white letter or digit.
The example above illustrates how
Version 2
j easily technical information can be
treated at too advanced a level for the 5. Same as above.
trainee. Few people would think of 5A. Next, find the particular hole
"HANG U P " as a technical term, but among the ten half-inch holes
for someone who knows nothing about which is closest to this particular
phones, it is technical and must be de- white letter or digit.
j fined. 5B. Next, insert a finger in this par-
j ticular hole.
Decide How Much to Say
Version 3
Deciding how much information to
put in each card is a somewhat arbi- T h e same information displayed in
trary affair. For example, all the sets the two versions above can be put
16 T r a i n i n g Directors

on one card. In fact, this was done tives is called a linear sequence.
in the sample task analysis. (See
Exam-pie
step 4 of "How To Phone In Your
Report.") 5. Next, insert the letter in the en-
velope.
In general, the analyst puts as much
6. Next, lick the stamp.
information in a single card as he thinks
the trainee can easily grasp. The size 7. Next, affix the stamp to the envelope
of the file card itself is a good bridle This is a linear sequence. Step 6 all
of his optimism. If the amount of in- ways follows step 5; step 7 always foil
formation to be included in one step lows step 6. Now suppose that in sonic
will not fit on one file card, the analyst of the locations where the procedure
may be overestimating the students' described in the example is performed,
capabilities. The step should be broken there are postage meters.
in two and each section put on a sepa-
Example
rate card.
5. Next, insert the letter in the en
Rationale for Steps velope.
T h e analyst frequently asks the ex- 6. Next, determine if there is a postage
pert why a particular step is performed. meter in the office.
You will notice that the cards in a typi- 7. If there is a postage meter, I
cal task analysis sequence tell the learn- (instructions telling how to use it).
er what to do—not why he should do it. 7A. If there is no postage meter, lick a
It would seem that our present task stamp.
analysis format has no provision for in- This sequence is called a branching
cluding "why" kinds of information. sequence, card 7A is a branch off the
If you find it necessary to record the main sequence of cards. The cards 9A,
rationale of a step (i.e., the reason why 9B, and 9C in the sample task analysis
the step is performed) for future refer-
are also branches off the main line of
ence, you can do so in this fashion:
cards.
1. Mark an "X" in red pencil in the Branches in a task analysis always in-
upper right hand corner of the card volve a discrimination, or decision. In
which records the step, so you can
the example above, the trainee must dis-
identify it later on.
criminate in card 6 whether or not there
2. Describe the reason for the step on
is a postage meter. In the sample task
the hack of the card.
analysis, he must discriminate whether
3. Simply add this information in paren-
he hears a ring, a busy signal, etc. Each
theses when you linearize the analy-
sis at a later date. (Rules for Lineari- card in a branch has a different stimulus,
zation are described later in this and usually each stimulus has a different
article.) response. In card 7, the stimulus is "a
postage meter in the office," and the ap-
Put Cards in Sequence propriate response is to use the machine
A series of steps in a procedure which to get the postage for the letter. In card
follow one another without any alterna- 7A, stimulus is "no postage meter," and
November 1965 17

the response differs from the response in 8, 8C in the sample analysis are all dif-
card 7. Similarly, the stimuli in cards ferent:

Stimulus Res-ponse
8. Ring followed by voice Report.
8A. Ring for two minutes Hang up. Try again in 5 min.
8B. Busy Hang up. Try again in 2 min.
8C. Other sound Hang up. Try again immediately.

A discrimination is by far the most Examples

difficult situation to handle, both in S T I M U L U S - Next,
writing up the task analysis and in R E S P O N S E — determine whether or
teaching the job. W h e n somebody says not the office contains a postage
"this is a complicated job," he can usual- meter.
ly be taken to mean "doing this job S T I M U L U S - Next,
involves making manv complex dis- R E S P O N S E - Listen for:
criminations." Since discriminations and a. a ringing sound followed by a
complexity go hand in hand, it is well voice.
to be thorough and precise in writing b. a ringing sound lasting two
up discriminations. minutes.
c. a buzzingOsound.
I. Just before reaching the discrimina-
d. some other sound, or no sound.
tion itself, write a card which says
2. Next, write a card for each stimulus.
(in essence):
A. Put the stimulus in a subordinate
S T I M U L U S - Next, (having fin- clause beginning with the word "IF."
ished the last step) B. Include the response on the card as
RESPONSE — look for one of the usual.
following stimuli: C. Put the most likely stimulus—re-
a. sponse unit in the first card, the
b. List the stimuli next most likely in the second card,
c. etc.

Example
Most Likely Less Likely
(8) (8A)
S — IF ring followed by voice, S — IF buzzing O sound,'
R — report. R ~ h a n g up. Try 2 minutes later.
Least Likely
(8B) (8C)
S — IF rino
© for two minutes S — IF other sound,
R —hang up. Try 5 minutes later. R —hang up. Try again immediately.
18 T r a i n i n g Directors

If these conventions are agreed upon ample, the sequence on page 19 is an ab-
by a programmer, an analyst, and a sub- breviated version of the series of dis-
ject-matter expert, any of them can look criminations a teller makes in checking
at these cards and see: endorsements on a deposited check. No-
1. that a discrimination occurs at step tice how all of the basic principles are
8. followed.
2. that it is most likely that someone Sometimes the beginning analyst who
will answer the phone, less likely encounters a sequence like this is not
that the phone will be busy, and certain how to lay out the cards. The
least likely that nobody will answer principles are simple:
or that the phone will be out of 1. A discrimination card is placed to
order.
the right of the previous card, and is
3. each stimulus and its response is
identified with a letter (circled).
clearly displayed.
2. A linear card is placed beloxv the
More often than not, when a discrimi- previous card, and is identified with
nation actually occurs in a procedure, a number (circled).
it is more complex than the one used in
this example. Nevertheless, the basic Example
principles outlined above apply to the (These numbers refer to the cards in
write-up of any discrimination. For ex- the example on page 19.)

indicates a discrimination
card.

indicates a linear card.

2A2 (A) 2A2 (B

END 2A2A(2) 2A2B 2

END

END

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20 T r a i n i n g Directors

All the cards at the end of a vertical those numbered 1, 2, 3, 4, etc. The
line in the branch (in this case, 2A2, reader who arrives at card 2A2A2
2A2A2, and 2A2B3) are E N D cards, in left the main line from card 2. If
the sense that they end one branch of there are no instructions at the bot-
the discrimination and leave the reader tom of card 2A2A2, the reader re-
wondering which card to read next. turns to card 3 in the main line.
There are three possibilities: 2. If the analyst wants the reader to
1. If nothing is written on the bottom go from an E N D card to some other
of an end card, the reader goes back card besides the next main line card,
to the next card in the main line of he shows directions at the bottom of
cards. The main line of cards are the card—"Go to Card 5A," etc.

Example
2A2B2 Without these
Stimulus instructions, the
Response reader would go from
"GO T O CARD 5A" 2A2B2 to 3.

3. If a card ends the procedure, the ysis be sure that the expert forgot some-
analyst should write " E N D O F thing important. T h e analyst's problem
P R O C E D U R E " at the bottom of is to discover what is missingO without
the card. knowing the job himself. H e does this
by looking at linear sequences and ask-
Editing the Cards ing "Does this always happen," in an
The analyst reviewing a lengthy anal- attempt to find the missing branches.

Example
Analyst asks:
5. Next, insert the letter in the Do vou always do this?
envelope. Do you sometimes send enclosures, too?
6. Next, lick the flaps and seal Do any departments use self-sealing
the envelope. envelopes?
7. Next, lick the stamp Do vou always do this?
and affix it to the Do some departments use postage
envelope. machines?

If the kind of detailed questioning For example, a task analysis of pro-

suggested by the example is followed, cedures to be followed in the event of
many variations on the standard pro- an armed bank hold-up might make
cedure will be uncovered. T h e analyst mention of the robber's using or flour-
will soon be asking himself, "Should I ishing a gun. "He could conceivably use
really bother to write this up? Is it anything from poison darts to a Venus
worth the effort?" Flytrap." Should your task analysis
November 1965 21

cover these somewhat obscure contin- checking endorsements is spelled out

gencies? that technical errors will be uncovered.
Obviously, the analyst begins to find A second reason for the detailed anal-
an answer by asking the subject-matter ysis is that it gives the trainer a chance
expert how often the variation comes to tackle and master the analysis and
up. If it comes up frequently, he will written expression of the subject matter
want to include it. If not, he will want at the level the student needs to under-
to know how serious the consequences stand it, before he worries about tech-
of excluding the variation might be for niques for presenting the information.
the company. If it came up, would the Clearly, if the analysis is over the head
trainee recognize it as a variation and of the student, this objective will not
ask his supervisor how to handle it—or be achieved.
would he incorrectly treat it in the con-
ventional manner? If he handled the Linear Analysis
situation incorrectly, how costly would After all the cards are reviewed, they
his error be? Considerations such as are often typed up in manuals so that
these lead to a decision to include or a number of subject-matter experts can
exclude the numerous exceptional situa- review the analysis at the same time.
tions which arise in most procedures. Since the cards, at this point, form a
After the analysis has been reviewed kind of systems diagram of the job, it
for completeness, the analyst may doubt is difficult for a typist to read and type
that it is detailed or accurate enough. them in a standard linear order.
If so, he can easily test its quality by There are any number of ways in
asking a novice to read the analysis and which these cards can be put in linear
perform the procedure, as described sequence, and all of them are suggested
earlier. by common sense. O u r approach has
Many people question the need to been to modify the common rules for
write up the job in such detail that a identation, as well as the numbers and
trainee can actually perform the un- letters used in sub-classification which
familiar procedure (although haltingly) can be found in any handbook for sec-
simply by reading the analysis and do- retaries or for writing college term
ing what it says. The need for such papers. W e then re-number each card
detail is best understood by looking at in this linear fashion so that the secre-
the reasons for preparing the analysis. tary can type them one at a time as she
One reason is to be sure that the final comes to them, according to rules that
training material will be accurate. Sub- are basically familiar to her. Lineariza-
ject-matter experts can do so in advance tion is quite frankly a simple process,
if they read an analysis which presents and will therefore receive no lengthy
the material at the same level of detail discussion here.
that the final training materials will Writing a task analysis for a training
present it. But nobody will disagree specialist bears a certain analogy to
with higher-level general statements block-and-tackling practice for a profes-
such as: "next, check the endorsements;' sional football player. It is time consum-
It is only when the detailed process for ing; it is rigorous and difficult; and it
22 T r a i n i n g Directors

is the least glamorous part of the job. resources the program will involve. He
In the long run, however, its rewards has provided for himself a bench mark
are enormous. Because he has carefully for making progress comparisons. He
spelled out what he wishes to teach, the has a standard tool for editingO sessions
trainer begins the process of instruction while the program is still in process.
on firm footing. The endless haggling W e stated at the beginning
& c5
of this
over small procedural details is now a article that a task analysis means many
part of the past; he is finally freed to things to many people. To us, it has
do the job he intends to do. meant a very powerful tool in the suc-
H e also has a kind of road map to cessful solution of many training prob-
the future. He is in a much better posi- lems. W e trust it will mean much the
tion to make estimates of time and other same to the reader.

Quaker Oats Programs For Food Industry

As a service to the food industry, The in the industry, Quaker decided to un-
Quaker Oats Company is releasing an derwrite the major cost of this program
educational program consisting of 13 and is making the units available at a
self-study units dealing with retail food nominal fee to distributors, schools, man-
store operations. Programed learning, is ufacturers, and to anyone else who is
used in addition to the text narrative. interested.
Some of the major topics covered in the Although the study materials will be
program are: the importance and scope most useful to the typical retail store
of the industry; the channels through employee, their potential use goes far
which products reach the store; the vari- beyond. As stated by Clyde Harden,
ous factors affecting store profits; and Quaker's manager of sales training,
the importance of customer service. "Distributors with whom we've talked
A separate unit is also devoted to each have shown considerable interest in us-
of the six major departments in the re- ing these materials in the training of
tail food store, and another unit con- headquarters and warehouse personnel
centrates on front-end operations. A as well as store employees."
study guide is provided to help the store The complete self-study program, con-
employee relate what he has learned in sisting of 13 units and a study guide,
each unit to the conditions and situ- mav be obtained through the Sales
ations in his own store. Each unit re- Training Department, The Quaker Oats
quires about two hours to complete, and Company, Merchandise Mart Plaza,
the units vary from 40 to 72 pages in Chicago, Illinois, 60654. T h e price is
length. $4.95 a set to cover the cost of printing
In order to fill an educational need and handling.

22nd ANNUAL ASTD CONFERENCE

MAY 2 - 6 , 1966
PITTSBURGH, PENNA.